This pilot study evaluates the feasibility of an integrated intervention titled "Language and Literacy Together" developed to target semantic and narrative skills in bilingual children at risk for developmental language disorder (DLD). Thirteen first-grade bilingual children who scored in the risk range for DLD on the Bilingual English…

Purpose: Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate…

This article examines the language and cognitive skills of bidialectal and bilingual children, focusing on African American English bidialectal speakers and Spanish-English bilingual speakers. It contributes to the discussion by considering two themes in the extant literature: (1) linguistic and cognitive strengths can be found in speaking two…

The purpose of this cohort sequential study was to extend previously reported latent transition analyses conducted by Swanson, Kudo, and Guzman-Orth (2016) by determining the role of cognitive measures in identifying English learners (EL) at risk for late emerging reading disabilities (LERD). To this end, EL students (N = 450) in Grades 1, 2, and…

A study was conducted to determine whether the measures used to identify native English speakers who are at risk for reading difficulties could also be used for identifying English learners who were at a similar risk. Additionally it was investigated whether English learners should be assessed in the language of instruction, English, or in their…

A study was conducted to examine the issues of accuracy and reliability for transcription and analysis of oral narratives from Spanish-English bilingual children. Findings reveal that oral narrative data from ELL children can be accurately transcribed and the narrative measures are stable over time.

The double-deficit hypothesis (DDH) of developmental dyslexia was investigated in seven to twelve year old Spanish children. It was observed that the double deficit (DD) group had the greatest difficulty with reading.

Group therapy with multilingual, multicultural populations is a challenging and unexplored area that is beginning to be addressed because of the growing population of multilingual, multicultural children. In this article, the importance of working with children from different cultural backgrounds, and current research on bilingualism are reviewed.…